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Opposition to utopianism on ontological and political grounds has seemingly relegated it to a potentially dangerous form of antiquated idealism. This conclusion is based on a restrictive view of utopia as excessively ordered panoptic discursive constructions. This overlooks the fact that, from its inception, movement has been central to the utopian tradition. The power of utopianism indeed resides in its ability to instantiate the tension between movement and place that has marked social transformations in the modern era. This tension continues (...) |
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In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...) |
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This article re-examines current definitions of populism, which portray it as either a powerful corrective to or the nemesis of liberal democracy. It does so by exploring a crucial but often neglected dimension of populism: its redemptive character. Populism is here understood to function according to the logic of resentment, which involves both socio-political indignation at injustice and envy or ressentiment. Populism promises redemption through regaining possession: of a lower status, a wounded identity, a diminished or lost control. Highly moralized (...) |
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In this article I re-examine the role that aesthetics play in Paulo Freire’s pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire’s position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...) |
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Orwell, as he himself remarked, came from a lower, professional-service fraction of the English and imperial ruling class that was ‘simultaneously dominator and dominated’ (Raymond Williams), so that a combination of state and monopoly power became his abiding nightmare. His horizon was, as of the Spanish Civil War in 1936, a revolutionary socialism committed to freedom and equality, opposed both to Labourite social democracy and to Stalinist pseudo-communism. In this article, I concentrate on Nineteen Eighty-Four, drawing on narratology (its agential (...) |
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